Flipped Museum. How Visual Thinking Strategies and collaborative work improve skills and engage in museum visit

Cultural Heritage is considered useful content for learning and for making cross-disciplinary lessons by teachers. On the other side innovative museum education recommends visual strategies and collaborative practices in the museum visit for engaging and stimulating students to enrich their knowledge. This idea allows to build a flipped museum very close to the innovative learning theories. This paper reports research study that investigated application of Visual Thinking Strategies (VTS) practices and collaborative work in museum visit to improve fundamental skills for student from primary school to university. The VTS improve skills that becoming mental processes repeatable, more or less knowingly, every time that it is activated learning mechanism, so VTS can be useful in all education or training subjects and for all students. Furthermore the observation of art related to other disciplines presented how collaborative work allows students to be protagonist of learning process and they can be manage the content with their level of knowledge also to allow inclusion of disability or diversity cultural group. Especially experience with medical students showed how the change of approach to look at art helps them to increase their interest in museum visit.